Studies in Philosophy and Education

, Volume 19, Issue 1–2, pp 3–19 | Cite as

Democracy and Education: About the Future of a Problem

Dewey and European Education-General Problems and Case Studies 1. General Topics


In 20th century’s European theory of education there was little interest in philosophy ofdemocracy. John Dewey’sDemocracy and Education was translated in nearly every European language but did not become the center of discussion. Even “radical education” was much more childcentered than open to radical questions of political democracy. This article discusses the problem in two respects, first the tension between neo-liberalism’s concept of individuality and public education, and second the future problems of a theory of “democratic education”after Dewey. The aim is to overcome traditional European dualisms like that of “citizen”or “man” i.e. to pave the way for a post-Rousseauian theory of education.


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Copyright information

© Kluwer Academic Publishers 2000

Authors and Affiliations

  1. 1.University of ZurichSwitzerland
  2. 2.UniversitÄt Zürich, PÄdagogisches InstitutZürichSwitzerland

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